Observation 3 Curriculum and Documentation

.docx

School

Moorpark College *

*We aren’t endorsed by this school

Course

M04

Subject

Psychology

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by navin27la

Observation 3: Curriculum and Documentation For this TWO WEEK Observation Report you will focus on documenting the work of GROUPS of children (your focus child does NOT need to be in the group): 1. Read "The Power of Documentation in the Early Childhood Classroom" and Reggio Documentation Panel-Making and “ Making Learning Visible ” 2. Conduct TWO 30 minute observations on how “curriculum activities/experiences” are presented. 3. Use Anecdotal Notes and Work Samples to collect your observation evidence 4. For the other hour of Observation time, take notes on the documentation in the classroom(s) and hallway(s). 5. Create Documentation (Choose ONE of your two anecdotal notes/work samples) :  Take photos of the the children engaging in the activity/experience AND the finished product work sample (if there is one)  Highlight the purpose/goals of the activity/experience (Clearly state what the children are learning – consult the California Infant Toddler or Preschool Learning Foundations for ideas)  Add child(ren)’s and/or teacher quotes (Also include quote(s) from other source(s): textbooks, theorists, inspirational, Pinterest )  Professional Presentation: Creativity, Eye Appeal, Organization, Neat Print/Text Rubric Criteria Possible Pts Earned Pts 1. Used the observation technique and tool effectively to observe and document the children’s learning, growth and development - Gathered 2 Anecdotal Note and Work Samples for T eacher-directed activity/experiences 5 2. Documented the children’s learning, growth and development -Created and presented eye appealing Documentation that highlighted the learning process: Included important info such as the California Learning Foundations, quotes, work samples -Linked article related to Documentation Creation 10 3. Documented the children’s learning, growth and development - Highlighted the child’s strengths and noted what the children “can do” - Discussed inclusion, accommodations and supporting individual needs 5 4. Evaluated whether or not the tool was “user-friendly” - Discussed the specific advantages and possible limitations - Discussed how the tool might be used to implement Best Practices in the classroom 5 Total Possible Points 25 pts

Anecdotal Note # 1 1. When (Date) 10/06 When (Time) 9:30 AM 2 . Where (Location) Beyond the line Preschool Who ( Names and ages) 3. Briefly explain the Activity/Experience (what are the children supposed to do): In this painting activity, children are encouraged to express their creativity and fine motor skills by using paintbrushes to paint wooden logs. The children are provided with a variety of paint colors, including black, pink, blue, and green. The goal is for children to explore and experiment with these colors, applying them to the wooden logs in patterns and styles. The activity aims to promote sensory exploration, individual expression, and social interaction as children engage with the materials and each other during the painting process. The result is a collection of unique and colorful painted wooden logs, showcasing the children’s creativity and fine motor development. 4. Was this a “process” oriented activity or a “product” activity? Explain your perspective. This painting activity with wooden logs leans more towards being a "process-oriented" activity rather than a "product-oriented" one. The emphasis is on the process of painting and the experience of children engaging with the materials. The goal is not solely to produce a specific product but to allow children to explore the colors, experiment with painting techniques, and enjoy the sensory aspects of the activity. While the painted logs can serve as a product, the emphasis of this activity is on the creative process, individual expression, and the joy of exploration, making it more aligned with a process-oriented approach. 5. What developmental domain and skills does this activity support? Consult the California Infant Toddler or Preschool Learning Foundations (Hint: Search the Appendix). This painting activity with wooden logs supports children’s social-emotional, cognitive, and perceptual- motor development. It offers a dynamic learning experience, fostering creativity, self-expression, and active engagement with their environment.  Developing fine motor control and coordination is facilitated as children hold and manipulate paintbrushes during the activity.  Participation in a group painting activity creates opportunities for social interaction, cooperation, and sharing among children. It also serves as a medium for emotional expression through art.  Engaging in painting activity prompts children to use language to express preferences, describe their artwork, and communicate with their peers, supporting language development. 6. How did the children approach the activity? ( With ease/eagerly, seemed interested/curious, seemed unsure/ reluctant)

Childers were approaching the activity with ease. It often reflects a supportive and encouraging environment that fosters the children's willingness to explore and participate in creative activities. 7. How long did the children stay engaged? (actual time) 20 Minutes 8. Who was involved and how? (Children parallel played, children engaged in peer interactions, children and teacher interactions) Two of the children were painting and the teacher was observing a form of parallel play, where each child was involved in the activity independently but near one another. This scenario indicates a child-led painting experience with the teacher adopting an observational stance. It allows the children to explore their creativity independently while providing the teacher with valuable insights into the children's approaches to the activity. 9. Record any Language Development (Quotes are ideal) The phrase "nice painting" used by the child showcases positive language development, encompassing emotional expression, social interaction, vocabulary expansion, and the ability to offer compliments. 10. Children were able to clean up and put materials away ____Children needed prompting ____ They needed prompting. 11. “Notes to self” (any important details or interesting info) The children engaged in a lively conversation about their preferred colors. This dynamic interaction allows them to express themselves not only through their artwork but also through meaningful verbal exchanges, fostering a deeper understanding and exploration of the concept of color. *Insert a photo of the work sample here

Anecdotal Note # 2 1. When (Date) 10/13 When (Time) 9:30 AM 2 . Where (Location) Beyond the line Preschool Who ( Name s and ages) 3. Briefly explain the Activity/Experience (what are the children supposed to do): The activity involves kids engaging in creative construction engineering using connecting balls, wheels with wheel connectors, and different length ball connectors. The children have the freedom to explore and design various structures, enhancing their fine motor skills, hand-eye coordination, and fostering creativity. The addition of 24 cover plates allows them to add colorful decorations to their finished geometric designs. The activity promotes collaboration, social interaction, and cleanliness, with easy washing of materials and storage in a provided toy box. 4. Was this a “process” oriented activity or a “product” activity? Explain your perspective. This activity appears to be process-oriente. The process-oriented aspect is evident in the children's engagement with the building materials, experimenting with different connections, and exploring their creativity. 5. What developmental domain and skills does this activity support? Consult the California Infant Toddler or Preschool Learning Foundations (Hint: Search the Appendix). This activity supports various developmental domains and skills as follows. Fine Motor Skills: Manipulating the connecting balls, wheels, and connectors promotes the development of fine motor skills as children grasp, connect, and assemble the pieces. Cognitive Development: Engaging in creative construction enhances cognitive skills such as critical thinking, problem-solving, and spatial awareness. Social Skills: The activity promotes social interaction, collaboration, and teamwork as children share ideas, collaborate on designs, and engage in cooperative play 6. How did the children approach the activity? ( With ease/eagerly, seemed interested/curious, seemed unsure/ reluctant) With Curiosity 7. How long did the children stay engaged? (actual time) 25 Minutes 8. Who was involved and how? (Children parallel played, children engaged in peer interactions, children and teacher interactions) The children were actively involved in the activity, engaging in parallel play and peer interactions. Each toddler participated in constructing their unique designs using the connecting balls, wheels, and

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning